1. National Standards in Reading & Writing Sources : NZ Ministry of Education websites. G Thomas, J Turner

2. Objectives of session Learn more about National Standards Become familiar with the support materials for teachers, particularly websites. Understandings What is a ‘standard’? What is an OTJ? How do teachers use ‘illustrations’?

3. Mary Chamberlain explains - http://nzcurriculum.tki.org.nz/National- Standards/From-great-to-excellent http://nzcurriculum.tki.org.nz/National- Standards/From-great-to-excellent What do you think the purpose of National Standards is?

4. So what is a standard? http://nzcurriculum.tki.org.nz/National- Standards/Reading-and-writing-standards http://nzcurriculum.tki.org.nz/National- Standards/Reading-and-writing-standards

5. The standards are broad descriptions focus on students using their reading, writing and mathematics for a range of curriculum-related purposes not lists of items of knowledge and skills multi-dimensional rather than uni- dimensional, each standard has a number of aspects to it that need to be considered separately in order to see the whole. “If you can prioritise, focus on the really most significant (things) and measure them in a myriad of ways not just one, then you will have a winning system.” Prof W James Popham Prepared for the TAG meeting: 29 March 2012

6. Decisions – how do teachers know whether their students are Meeting the standard (ie at the standard) Above the standard Below the standard? Teachers must make an OVERALL TEACHER JUDGEMENT otj OVERALL TEACHER JUDGEMENT otj

7. From page 13 National Standards Key words/ phrases Assess during the year Evidence – use the evidence already gathered to inform teaching, next learning steps etc Draw evidence gathered at a point in time – judge “best fit” Consider use of literacy as interactive tools use across the curriculum Largely by themselves/ independently

8. OTJs http://nzcurriculum.tki.org.nz/National- Standards/Key-information/Fact- sheets/Overall-teacher-judgment http://nzcurriculum.tki.org.nz/National- Standards/Key-information/Fact- sheets/Overall-teacher-judgment

9. From Ministry Summary Making judgments involves both student and teacher. Evidence is collected cumulatively over the year, in contexts across the curriculum and is brought together to judge achievement in relation to National Standards. There is a need for information from a range of assessment approaches so that decisions are dependable. An overall teacher judgment is used to determine which standards are the best fit, then whether a student is above, at, below, or well below the standards that relate to their level. Moderation improves both the dependability of overall teacher judgments and the evidence that supports them. Teacher curriculum and pedagogical content knowledge is essential for making a dependable overall teacher judgment. Overall teacher judgments, constructed with students, are the basis of the reporting in relation to National Standards.

10. Dependability of evidence Validity Reliability

11. How do we as teachers ensure that the sources of assessment evidence gathered are valid and reliable?

12. Validity Does the assessment task/instrument measure what is to be assessed as accurately as possible? Does it match the quality level outlined in the learning intention/criteria? Reliability Repeatability – students producing consistent results at different times. Validity and reliability

13. How can we ensure the evidence we gather, as evidence of learning, provides valid and reliable information? 1. Through collecting multiple sources of evidence (triangulation)

14. TRIANGULATING EVIDENCE OF LEARNING… Conversation Observation of Process Collection of Products

15. Davies & Hill (2009) Teachers and students collect a large amount of evidence over time from multiple sources. It is designed to account for all that is learnt by individuals. When done well, classroom assessment is better able to give a more valid and reliable account of a student’s learning. (p. 55.)

16. 2.Through ensuring the collection of sources of evidence is progressive and cumulative. Any assessment can only provide a snapshot of achievement on a particular day. Performance will vary from day to day depending on the:  nature of the assessment task  the conditions in which the assessment is undertaken  purpose of the assessment  student’s preparation  student’s engagement and motivation.

17. 3.Through teachers engaging in processes of moderation.  classes  syndicates  whole school  with other schools (clusters)

18. Illustrations of individual reading and writing texts. http://literacyonline.tki.org.nz/Literacy- Online/Student-needs/National-Standards- Reading-and-Writing/National-Standards- illustrations http://literacyonline.tki.org.nz/Literacy- Online/Student-needs/National-Standards- Reading-and-Writing/National-Standards- illustrations

19. SO… HOW MUCH EVIDENCE? There is no right answer. Teachers need to have enough evidence to be able to identify patterns and trends in student learning so that they are able to make OTJs (overall teacher judgements). To do this this they need evidence that encompasses the full range of what needs to be covered. The evidence needs to have been gathered from multiple sources and over time. Sometimes formal assessments are used by schools to ascertain student performance in relation to school and national benchmarks. This information may be used to complement the classroom-based data related to individual students’ learning. (Davies & Hill, 2009)

20. When deciding whether or not you have enough evidence you need to ask whether you have enough information about your most important goals. i.e. to:  provide focused feedback and guidance to learners  identify the next steps in teaching and learning  review and revise teaching and learning programmes  provide information to parents/caregivers so that they can support the student’s learning  guide strategic planning and decisions about professional development  monitor the progress of individual students, subgroups of students, and whole cohorts to identify gaps in achievement and strategies to close them.

22. A case study – year 5 http://literacyonline.tki.org.nz/Literacy- Online/Student-needs/National-Standards- Reading-and-Writing/Differentiation-between- the-writing-standards/Year-5-and-6 http://literacyonline.tki.org.nz/Literacy- Online/Student-needs/National-Standards- Reading-and-Writing/Differentiation-between- the-writing-standards/Year-5-and-6

23. Knowledge of literacy learning http://nzcurriculum.tki.org.nz/National- Standards/Professional- development/Professional-learning- modules/Knowledge-of-literacy-learning http://nzcurriculum.tki.org.nz/National- Standards/Professional- development/Professional-learning- modules/Knowledge-of-literacy-learning

24. Knowledge of the learner http://nzcurriculum.tki.org.nz/National- Standards/Professional- development/Professional-learning- modules/Knowledge-of-the-learner http://nzcurriculum.tki.org.nz/National- Standards/Professional- development/Professional-learning- modules/Knowledge-of-the-learner

25. Relationships between documents New Zealand Curriculum National Standards Years 1-8 Literacy Learning Progressions

26. New Zealand Curriculum “ The NZC is a statement of official policy relating to teaching & learning in English –medium NZ schools. Its principle function is to set the direction for student learning & to provide guidance for schools as they design and review their curriculum.” p6 NZC

27. National Standards in Reading and Writing “ The standards for reading and writing establish the level of literacy expertise that can reasonably be expected of most students by the end of each period or year of schooling, from the first year of school through to the end of year 8” page 8

28. Literacy Learning Progressions- meeting the reading & writing demands of the curriculum “ … describes & illustrates the literacy- related knowledge, skills and attitudes that students need to draw on in order for students to meet the reading and writing demands of the NZC from year1 to year10” p3 LLP

29. For this week’s workshop Read Timperley & Parr Qualities of evidence. Available through library e-reserve.